Nghiên cứu những hoạt động giao tiếp trong giờ dạy nói tiếng anh cho học sinh lớp 12 luận văn thạc sĩ khoa học giáo dục

ACCEPTANCE I hereby state that I: Nguyễn Thị Thanh Nga, being a candidate for the degree of Master accept requirements of the College related to the retention and use of Master’s graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper August, 2013 Signature Nguyễn Thị Thanh Nga i ACKNOWLEDGEMENT I would like to acknowledge with all my greatest attitude the support, guidance and invaluable critical feedback which I have received from my supervisor, Assoc Prof Ngô Dinh Phuong My special thanks also go to all lectures and the staff of the Department of Post Graduate Studies at Vinh University, Nghe An for their useful materials, instructions and enthusiasm which are of great values to the thesis I am appreciative of all my colleagues and my students at NTT High School where I have gathered information for my study Without their help, this study could not have been successful Last but not least, my sincere thanks are due to my dear family and my friends who always stand for me with their consideration and encouragements ii TABLE OF CONTENTS ACCEPTANCE ACKNOWLEDGEMENT TABLE OF CONTENTS ABSTRACT Chapter introduction 1.1 Rationale 1.2 Objectives of the study 1.3 Research questions 1.5 The organization of the study CHAPTER LITERATURE REVIEW 2.1 The Communicative Language Teaching Method 2.1.1 Definition of Communicative Language Teaching 2.1.2 Characteristics of Communicative Language Teaching 2.1.3 Conclusion 2.2 Speaking skill 2.2.1 Definitions of speaking 2.2.2 The characteristics of speaking 2.2.3 The role of speaking in language teaching and learning 2.2.4 Stages of a speaking lesson in communicative language teaching 2.2.4.1 The presentation phase 2.2.4.2 The practice phase 2.2.4.3 The production phase 2.2.5.1 Principles for speaking techniques 2.2.5.2 The application of principles for speaking techniques at NTT high school 2.3 Communicative activities 2.3.1 Aims of communicative activities 2.3.2 Kinds of classroom communicative activities in speaking lessons : 2.3.2.1 Communication activities for meaning and fluency The way teacher and students use strip stories For a simple example : 23 2.3.2.2 Free communication activities for meaning and fluency 2.3.3 Roles of teachers and learners in applying communicative activities 2.3.3.1 Roles of teachers 2.3.3.2 Roles of students 2.3.4 Setting 2.3.5 Roles of communicative activities in language teaching and learning We have good reasons for using pairwork in an English class : 32 If 15 students speak in turn in a 30 minute class, that equals minutes of speaking each- and for shy students it might work out as just one minute of speaking or less If students work in pairs for the whole class, they could theoretically speak for as much as 15 minutes each, and certainly no one could speak as little as minute .32 2.3.6 Requirements of communicative activities CHAPTER METHODOLOGY 3.1 Aims 3.2 Hypotheses 3.2.1 Materials 3.2.2 Teachers’ method 3.2.3 Students’ motivation 3.3 Methods 3.3.1 Participants 3.3.1.1 Survey questionnaires 3.3.1.2 Interview for students 3.3.1.3 Interview for teachers 3.3.2 Type of research 3.3.3 Data collection instruments 3.3.3.1 Two developed research instruments 3.3.3.2 Instrumental development 3.3.3.2.1 The questionnaire ’s design 3.3.3.2.2 Justification for two data collection instruments 3.3.4 Descriptions 3.3.4.1 Students 3.3.4.2 Teachers 3.3.5 Procedures of data collection 3.3.6 Methods and procedures of data analysis CHAPTER FINDINGS AND DISCUSSIONS 4.1 Result from survey questionnaires Table 4.1 Class size, gender and total years of learning English of students Chart 4.1: The frequency of using speaking activities in Tieng Anh 12 textbook Chart 4.2: The attitude of students towards doing speaking activities in textbook Table 4.2: The evaluation of the effectiveness of speaking activities in textbook 4.1.1 The frequency and interest of each kind of communicative activities in speaking lesson 4.1.1.1 Information gap : Chart 4.3 : The frequency of using Information gap, given by students Chart 4.4: The frequency of using Information gap , given by teachers Chart 4.5: Interest in acting from Information gap, given by students 4.1.1.2 Role play : Chart 4.6: The frequency of using role play, given by students Chart 4.7 : The frequency of using role play , given by teachers Chart 4.8: The interest of using role play,given by students 4.1.1.3 Discussion Chart 4.9: The frequency of using discussion in class,given by students Chart 4.10: The frequency of using discussion in class, given by teachers Chart 4.11 : Interest of the students in discussion 4.1.2 Teachers’ difficulties in using communicative activities Chart 4.12 : Teachers’ difficulties in using some communicative activities 4.2 Findings and discussions 4.3 Implications for teaching each kind of communicative activities 4.3.1 Information gaps 4.3.2 Role play 4.3.3 Discussion 4.3.4 Quizzes 4.3.5 Simulation CHAPTER CONCLUSION 5.1 Summary of the study 5.2 Limitations of the study 5.3 Suggestions for further study REFERENCES ABSTRACT Communicative activities are introduced widely all over the world and this is not also a strange conception to teachers of English in Vietnam Nevertheless, due to teacher’s low proficiency, class size, facilities schedules, using it in class is not a simple duty to the teachers The effectiveness of a lesson greatly depends on the activities the teachers use in the classroom and the extent to which students are involved in those activities Especially, in speaking lesson, the understanding of whether students enjoy the language activities and which ones can motivate them could help teachers in choosing the right ones for their students A survey is conducted among students of NTT High school and data from the survey would be carefully analyzed to draw a clear picture of communicative activities employed in speaking lesson The results from the questionnaire and textbook’s evaluation will provide the researcher with a comprehensive understanding of the current situation of using communicative activities to improve the 12th graders’ speaking skill in NTT High School In general, the students are not interested in doing speaking tasks that are given in the textbooks Also, they are not aware of whether these tasks are effective for them or not Nevertheless, they express their desire for some types of communicative activities that they have opportunities to work with For the teachers, most of them admit that they often have difficulties in using communicative activities to teach speaking skill for their 12th graders The study aims to serve as a useful source of reference for teachers, students and those who concern about this subject matter Chapter introduction 1.1 Rationale English language has rapidly become an international language in our world It has been taught almost everywhere in Vietnam, especially in schools, colleges, universities It is seen as a means of access to scientific and technological development, as the language for international communication English is offered as a compulsory subject in the curriculum as well as the high school examinations To meet the demand of learners of English, teachers of English in Vietnam have been trying to find out the most suitable and effective method of teaching English.They have always tried to catch up with the world’s latest frameworks of English Language Teaching As in other countries, teachers of English in Vietnam are now using Communicative Approach to teach English to learners of all levels They hope to provide learners with a means of communication, namely English which is vital for them to be successful in their job and to fulfill their social demands in the time of globalization However, how to speak English well is a problem for many learners of English, especially for the students at secondary or high schools Although most of the students have been learning English since they were 12 years old , they are deficient in English speaking The textbook “Tieng Anh 12” has been published since 2008 It is one of the three textbooks for upper secondary school students There are 16 units in it Each Unit contains periods : Listening ; Speaking ; Reading ; Writing and Language Focus They focus on students’ communication ability The teachers of English at NTT High School find it difficult to teach speaking successfully because of some reasons such as the class size (each class has over 40 students), the students’ low language level and living standards Communicative activities are carried out but with little effectiveness Therefore, it is really essential to know whether the communicative activities have the good effects on teaching speaking skill to the 12th graders of NTT ( Nguyen Truong To ) High school With the aim to access the method on teaching speaking skill through the communicative activities, the writer would like to choose the topic “A study on communicative activities in the 12th graders’ English speaking classes” Some former studies have mentioned this issue but it will be deeply carried out in this paper 1.2 Objectives of the study According to the importance of the participation of the students in speaking lessons, this study aims at studying on communicative activities in the 12th graders’ English speaking classes in NTT High school These are the objectives of the study : - To investigate the real situation of using communicative activities in teaching and speaking skill for 12th graders at NTT High School, Hung Nguyen District, Nghe An Province - To investigate how communicative activities are applied in speaking lessons for the 12th graders at NTT High School - To suggest some appropriate class communicative activities to improve the 12th graders’ speaking skill 1.3 Research questions 1.3.1 What is the real situation of teaching and learning speaking skill of the 12th graders at NTT High School, Hung Nguyen District, Nghe An Province ? 1.3.2 How are communicative activities applied in speaking lessons for the 12th graders at NTT High School ? 1.3.3 What are suggested class communicative activities to improve for the 12th graders’ speaking skill in NTT High School ? 1.4 Scope of the study The study focuses on communicative activities in the 12th graders’ English speaking classes at NTT High School, Hung Nguyen District, Nghe An Province 1.5 The organization of the study The study contains four chapters: Chapter 1: Introduction This chapter presents the rationale, objectives , research questions, scope and organization of the study Chapter 2: Literature review This chapter introduces a historical overview of the literature The first is about CLT method The next is about speaking skill The final is about the review of communicative activities Chapter 3: Methodology To realize the aims of the study, quantitative and qualitative methods have been used The data collected for the study came from two sources: the 12 th graders respondents and the teacher-respondents at NTT High School, Nghe An province Two questionnaires, one for students and the other for teachers, and an interview of teachers are going to be used to collect information and evidence for the study All the comments, remarks, recommendations and conclusions provided in the study are based on the data analysis The data takes from the survey questionnaire for students and teachers is analyzed and categorized The findings are used as the cornerstone for the recommendations The researcher gives out some communicative activities adapted from the tasks in Tieng Anh 12 textbook as samples for the secondary teachers to consider Additionally, this chapter will present the author’s suggestions on mentioned problems and summarize all the main points raised in the paper, the limitations of the study and some suggestions for further studies Chapter : Findings and discussions Chapter 5: Conclusion answer III Activity 2: Task - Read the information about the - Ask Ss to read the information giant panda, tiger, rhino, and elephant about the giant panda, tiger, rhino, and Ask and answer questions about them elephant A: where giant pandas live? B: They live in bamboo forests in - Guide Ss to ask and answer the mountain in central and western questions about endangered animals China A: What is the population of pandas - Walk around from pair to another in the world? pair to provide help if necessary B: Only about 600 A: How are they? - Encourage Ss to practice fluently B: about 1.2 to 1.5m A How much they weigh? - Give feedback and suggested B: About 75 kg to 160 kg answers A: what they eat? B: Bamboo A: Why are they in danger? B: Because people destroy their habitat and hunt them illegally IV Activity 3: Task 3: - Ask Ss to work in groups Take - Work in group to give an oral turns to give an oral report on the animals mentioned in task report Group 1: Giant pandas live in - Walk around from group to bamboo forests in the mountain in another group to provide help if Western China only about 600 pandas necessary are living there They attain a height of 93 - Encourage students to speak out 1.2m to 1.5m and weight from 75kg to what they think 160 kg they are in danger because People destroy their habitat and hurt them for trade Group 2: Rhino Group 3:tiger Group elephant V Homework: (3 minutes) - Have Ss rewrite the reports on the - Rewrite the reports on the animals animals mentioned in Task and name mentioned in Task and name some some measures we’ve made to protect the measures we’ve made to protect the endanger animals endanger animals UNIT 11: BOOKS LESSON TWO: SPEAKING I.Objectives: Aims: By the end of the lesson,Ss will be able to: - Know the advantagges and value of the books - Ask and answer about reading habits and talk aboout characters in a book Knowledge: + Vocabulary: words related to books + Structures: - What type of book you like reading? - Who is the main character? - When you often read book? 3.Skill: + Main skill: speaking 94 + Sub-skill: Listening and writing II Teaching aids: - Teacher: Textbook, extra-board,picture - Students: Textbook III Method: Communicative approach IV Procedure: Teacher’s activities * Check Ss during the lesson Students’ activities Warm-up: (5 minutes) - Ask Ss to give name of some Listen and give one’s own ideas stories fairy story historical story detective story war story adventure story Pre-speaking : (12 minutes) * Task - Complete the following - Ask Ss to complete the following conservation and practise reading it conservation and practise reading it - Explain how to the task A:what sort(kind) of books you -Ask Ss to work in pairs Discuss like to read? the three questions and find the answers A: How you often read books? - Give feedback and suggested answers A: When you often readbooks? - Correct the answers ones 95 While-speaking : (15 minutes) Activity 1: Task - Work in pairs Ask and answer - Ask Ss to work in pairs Ask and about reading habits, using the question answer about reading habits, using the in the conservation question in the conservation - Go around the class and provide A: What you often in your help if necessary free time? - Encourage students to speak out B: Reading books what they think even a phrase or a A:What sort of books you often singular word read? - Control and correct B:novels A:How you read them? B:When I find a good story A:When you often read books? B: Whenever I have free time Activity 2: Task 3: - Complete the following - Guide Ss to complete the conservation and practise reading it following conservation and practise reading it - Work in pairs to discuss the three questions and find the answers - Explain how to the task A:What are you reading at the -Ask Ss to work in pairs to discuss moment? the three questions and find the answers A:Who is the main character? - Give feedback and suggested answers A:What is he/she like/ 96 Activity 3: Task 4: - Ask and answer about the book - Have Ss work in pairs Ask and they have read answer about the book they have read - Practise the model consevation A:What are you reading at the with one student moment? - Go around the class and provide B:I’m reading “happy life” help if necessary A:Who is the main character? B: Jonh A: What is he like? B: He is handsome,…… Post-speaking : (10 minutes) * Task ( dành cho lớp chọn) - Ask Ss to work in groups Report - Listen and take note what they’ve discussed in their own words I have ever read a love story called - Move round to check the activities “ Please don’t kiss me” The story was and to make sure that students are written by Nguyen Thi Tich Than The working effectively main character is a girl who is very - Ask one or two students to report beautiful with long hair and round face in front of the whole class … - Check and give remarks Homework: (2 minutes) - Have Ss to rewrite the report about the book they have read - Rewrite the report about the book they have read UNIT 12: WATER SPORTS LESSON TWO: SPEAKING I Objectives: 97 Aims: By the end of the lesson,Ss will be able to: - Speak about some water sports fluently and give opinions and preferences about water sports - Know value and the importance of sports for people’s health Knowledge: + Vocabulary: words related to water sports + Structures: - To prefer sth to sth - To prefer doing sth to doing sth 3.Skill: + Main skill: speaking + Sub-skill: Listening and writing II Teaching aids: - Teacher: Textbook, extra-board,picture - Students: Textbook III Method: Communicative approach IV Procedure: Teacher’s activities * Check Ss during the lesson Students’ activities I Pre- speaking: (5 minutes) - - Ask students to keep book close Keep books close - Says: “In just one minute, look at - Listen to the teacher the pictures and write down on a piece of - Look at the pictures and try to paper a list of equipments which are used tell some equipments of water sports to play with these types of water sports” (ex: ball, air- tank, mask, fins, oars, - Asks students to work in groups boat, board, regulator, wet suit, sail 98 - Calls some groups to speak their ect ) answers - Declares the winner II.While-speaking : (15 minutes) Activity 1: Task - Ask students to look at pictures and match names of equipments with names of water sports and retell names of each sport - Calls some students to speak - Look at pictures and try to remember - Correct pronunciation - Correct pronunciation themselves Activity 2: Task Swimming - Asks students to look at the table Water polo and talk about each type of water sports Synchronized swimming - Lets students individually Windsurfing - Goes round to check their activities Scuba- diving - Calls some students to practise Rowing speaking model converstations - Look at the book - Asks students practise in pairs - Calls some pairs to present in front - Work independently of the class and corrects mistakes - Practise speaking with the III Post-speaking : (10 minutes) teacher Task - Work in pairs - Asks students to work in small - Listen to their friends 99 groups to talk about their favourite water sports following examples - Goes round to provide help - Calls some students to speak loudly in front of the class - Corrects pronunciation and gives - Work in small groups comments - Gives marks IV Homework: (3 minutes) - Listen to their friends and - Ask students to prepare Part C- gives comments Listening and homework - Listen to the teacher - Listen to the teacher - Write down the homework UNIT 13 : THE 22 SEA GAMES nd LESSON B: SPEAKING I.Objectives: Aims: By the end of the lesson,Ss will be able to: - Know value and the importance of sports for people’s health - Report some of the records at the 22nd SEA Games and sports results of t match After that, they can use it in the real life Knowledge: + Vocabulary: words related to the 22nd SEA Games and sports + Structures: - To prefer sth to sth - To prefer doing sth to doing sth 100 3.Skill: + Main skill: speaking + Sub-skill: Listening and writing II Teaching method: Communicative approach III Teaching aids: - Teacher: Textbook, extra-board,picture - Students: Textbook IV Procedure: Teacher’s activities * Check Ss during the lesson Students’ activities Warm up - Listen to the teacher - Ask Ss give some name of sprots - Give name of sprots Pre- speaking: (10 minutes) - Divide the class into groups: each group names of the sport under each - Work in groups picture The group gives more names will be the winner - Go around the class and provide help if necessary - Observe the board - Call groups to present their results on the board - Listen to the teacher and copy - Correct Ss’pronunciation and down names of sports mistakes - Declare the winner While-speaking : (20 minutes) * Task - Look at pictures and try to - Ask Ss to look at symbols and give remember 101 names of sports - Correct pronunciation - Go around the class and provide themselves help if necessary football (soccer) tennis - Call on some Ss to give their swimming answers in front of the class cycling - Correct pronunciation and give basketball feedback (running) athletics - Look at the symbol * Task - Ask Ss to work in pairs Talk - Work independently about some records at the 22nd SEA Games, using the information in the table - Go around the class and provide - Practise speaking with the help if necessary teacher - Give a model - Work in pairs - Call on some pairs to practise in - Listen to their friends front of the class A: Hi Nam What are you doing? - Correct pronunciation and give B: Well, I’m searching for sport records at the 22nd SEA Games feedback A: It’s great Could you tell me about the record of the Men’s 200 meters? B: A man coming from Thailand won the game A: What’s his name? B: He’s Boonthung A: What was his record? 102 Post-speaking : (13 minutes) B: He ran 200 meters in 20,14 * Task seconds - Ask Ss to work in small groups to make a report on the sports results, using A: Wow! How excellent he was! He ran very fast information in the scoreboard - Go around the class and provide help if necessary - Work in groups - Call on some Ss to give their Suggestions: report in front of the class - Thailand and Malaysia played in - Correct and give feedback the Women’s Football Third-Place Playoff The Thai team won the bronze medal The results (score) was 6-1 - Thailand and Vietnam played in the Men’s Football Final The Thai Homework: (2 minutes) team won the gold medal The score - Ask Ss to prepare Part C- was 2-1 Listening and homework - Thailand and Vietnam played in the Women’s Volleyball Final The Thai team won the gold medal The score was 3-0 - Listen to the teacher - Write down the homework UNIT 14 : INTERNATIONAL ORGANIZATIONS LESSON B: SPEAKING I.Objectives: Aims: By the end of the lesson,Ss will be able to: - Love and help people who have difficulties in their lives 103 - Talk about international organizations and their activities in charity and volunteer work - Master the content of the passage and answer the questions exactly, ask and answer about international organizations in the world fluently Knowledge: + Vocabulary: words related to some organizations and their activities + Grammar: - Wh-questions( where, what, when ) 3.Skill: + Main skill: speaking + Sub-skill: Listening and writing II Teaching method: Communicative approach III Teaching aids: - Teacher: Textbook, extra-board,picture - Students: Textbook IV Procedure: Teacher’s activities * Check Ss during the lesson Students’ activities Warm-up: (5 minutes) - Ask students to name some - Answer freely organizations they know and their activities - Introduce the topic of the lesson (We learn Unit 14, part- speaking) - Listen carefully Pre-speaking : (12 minutes) * Task - Ask students to read the passage and answer the questions about WHO - Look at student’s book - Work in pairs Ask and answer - Let them work in pairs the questions - Go around the class and provide help 104 -Keys: if necessary 1,WHO stands for World Health - Call on some pairs to ask and answer Organization in front of the class 2,It was established on April - Listen to students and correct 1948 mistakes 3,Its major objective is the attainment by all peoples of the highest possible level of health 4,Its major activities are carrying out research on medical development and improving While-speaking: (15 minutes) international health care * Task - Ask students to talk some information about UNICEF and WWF - Ask Ss to read the information -Work in pairs Ask and answer carefully about two organizations A :I’m searching some - Let them work in pairs information about UNICEF Could - Walk around and provide help if you tell me some? necessary B :Well,UNICEF stands for the - Ask some students to stand up and talk again loudly United Nations International Children’s Emergency Fund - Listen and correct their mistakes A :When was it founded? B :In 1948 in New York A: Where is its headquaters? B: In New York A: What is its aim? B: its aim is to advocate for the protection of children’s rights, to help meet their basic needs and help them 105 reach their full potential A: What are its main activities? B: It provides supports and funds for the most disadvantaged Post speaking(10 minutes) children, victims of war, disasters and * Task extreme poverty It carries out - Ask students to tell the classmates education development programmes what they know about one international for children organization mentioned above ………………………………… - Walk around and provide help if …… necessary - Let them work in groups - Ask some students to stand up and tell loudly in front of the class - Do task - Work in groups - Listen and correct mistakes - Stand up and tell loudly The United Nations International Children’s Emergency Fund, which was founded in1948, is the United Nations funds for children Its headquarters is in New York ,USA its aim is to advocate for the protection of children’s rights, to Homework: ( minutes) help meet their basic needs and help - Ask students to write a passage about them reach their full potential It UNICEF or WWF (80 words) provides supports and funds for the - Ask students to prepare Part C- most disadvantaged children, victims Listening and homework of war, disasters and extreme poverty It carries out education development programmes for children 106 - Listen to the teacher - Write down the homework 107 ... secondary or high schools Although most of the students have been learning English since they were 12 years old , they are deficient in English speaking The textbook “Tieng Anh 12? ?? has been published... for 12th graders at NTT High School, Hung Nguyen District, Nghe An Province - To investigate how communicative activities are applied in speaking lessons for the 12th graders at NTT High School... speaking lessons for the 12th graders at NTT High School ? 1.3.3 What are suggested class communicative activities to improve for the 12th graders’ speaking skill in NTT High School ? 1.4 Scope of